The Role of School Administrators in Implementing Active Learning Policies under the 20-Year National Strategy

Abstract

This study aimed to: 1) analyze the structural and cultural factors that school administrators need to manage in order to support Active Learning at the educational service area and provincial levels; 2) examine supervision and monitoring systems, support mechanisms, and policy measures implemented by policy-level administrators to promote continuous systemic change; and 3) develop a model systemic policy framework at the provincial and educational service area levels to strengthen administrators’ capacity to sustainably implement Active Learning. The study employed a mixed-methods research design. The quantitative sample consisted of 300 school administrators and teachers, while the qualitative component involved 15 key informants. The research instruments included a questionnaire, a semi-structured interview form, and a document analysis form. Quantitative data were analyzed using mean and standard deviation, while qualitative data were analyzed through content analysis.
The findings revealed that:
1. The factors that school administrators needed to manage in order to support Active Learning comprised five dimensions: policy administration, resource allocation, teacher and personnel development, internal supervision, and evaluation and improvement. Overall, these dimensions were rated at a high level. Teacher and personnel development had the highest mean score, while resource allocation had the lowest mean score.
2. The supervision and monitoring systems and support mechanisms that contributed to the continuous implementation of Active Learning included ongoing teacher development, coaching-based supervision, the use of Professional Learning Communities (PLCs) as platforms for professional knowledge sharing, the provision of necessary budgets and equipment, and the use of evaluation results to improve teaching and learning.
3. The model systemic policy framework at the provincial and educational service area levels consisted of establishing clear directions and goals for implementing Active Learning, allocating resources according to school needs, providing continuous teacher development, conducting developmental supervision through coaching and PLC processes, and employing Authentic Assessment. Evaluation data were then used to improve implementation and support the continuous advancement of Active Learning.